Integrating Local Cultural Content to Enhance EFL Students’ Collaborative Writing: An Explanatory Sequential Mixed-Methods Study
DOI:
https://doi.org/10.33394/jollt.v14i2.18102Keywords:
Local culture, Cultural integration, Collaborative writing, Writing skill development, Context-based learningAbstract
In EFL learning, collaborative writing is the joint production of a text in which two or more learners actively contribute to planning, drafting, and revising a shared written product. In multicultural settings such as Indonesia, integrating local cultural content is assumed to enhance engagement and collaboration; however, its effect on learners’ collaborative writing performance within the Sasak cultural context remains underexplored. This study examined the impact of embedding local cultural content into writing instruction on EFL students’ collaborative writing performance. Employing an explanatory sequential mixed-methods design, quantitative data were collected from 134 students in the Department of Computer Science at Bumigora University, and 20 students were purposively selected for semi-structured interviews to provide qualitative insights. Quantitative analyses indicated significant improvement in writing performance, with mean scores increasing from 66.62 to 72.01 (p < .05) and a strong positive correlation between pre- and post-test scores (r = .736, p < .05). The effect size, Cohen’s d = 0.84, confirmed a large improvement. Qualitative findings revealed that cultural familiarity strengthened group engagement, boosted identity-based confidence, and facilitated idea generation. Students reported that working with culturally familiar themes encouraged inclusive participation, reduced communication anxiety, and increased motivation. These findings suggest that integrating local cultural content enhances both language development and collaborative processes. Two key implications emerge: (1) Curriculum designers should incorporate localized cultural materials to increase contextual relevance, and (2) Teachers should design collaborative activities leveraging learners’ cultural knowledge to foster richer interaction, lower participation barriers, and improve overall learning outcomes.
References
Aldossary, K. (2025). Unlocking Potential : Exploring the Enduring Impact of Collaborative Writing on Lower- Proficiency EFL Learners. Educational Process: International Journal, 15(e2025184), 1–14. https://doi.org/https://doi.org/10.22521/edupij.2025.15.184
Alzubi, A. A. F., & Nazim, M. (2024). Heliyon Students ’ intrinsic motivation in EFL academic writing : Topic-based interest in focus. Heliyon, 10(1), 1–11. https://doi.org/10.1016/j.heliyon.2024.e24169
Anderson, A., Sodani, D. G., Dennis, T., Smith, M., & Irvine Belson, S. (2025). The Influence of Culturally Responsive Literacy Practices on Students’ Literacy Motivation. SAGE Open, 15(2). https://doi.org/https://doi.org/10.1177/21582440251326378
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The Effects of Collaborative Writing on EFL Learners ’ Writing Skills and Their Perception of the Strategy. Journal of Language Teaching and Research, 11(2), 335–341. https://doi.org/DOI: http://dx.doi.org/10.17507/jltr.1102.25
Benítez, I., & Padilla, J. L. (2014). Analysis of Nonequivalent Assessments Across Different Linguistic Groups Using a Mixed Methods Approach: Understanding the Causes of Differential Item Functioning by Cognitive Interviewing. Journal of Mixed Methods Research, 8(1), 52–68. https://doi.org/10.1177/1558689813488245
Bu, G., & Luo, X. (2021). Topic familiarity and story continuation in young English as a foreign language learners ’ writing tasks. Studies in Second Language Learning and Teaching, 11(3), 377–400. https://doi.org/http://dx.doi.org/10.14746/ssllt.2021.11.3.4
Cao, Z., Ruegg, R., & Skalicky, S. (2025). Manner and Quality of Negotiation During L2 Collaborative Writing. Applied Linguistics, 46, 35–52. https://doi.org/https://doi.org/10.1093/applin/amad081
Chu, P. Q. (2025). Collaborative Writing Factors Affecting English as a Foreign Language Student Writing Performance. International Journal of Virtual and Personal Learning Environments, 15(1), 1–27. https://doi.org/10.4018/IJVPLE.368035
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Deiniatur, M., & Hasanah, U. (2024). Pedagogy : Journal of English Language Teaching Multicultural Education of EFL Classrooms in Indonesian Islamic Higher Education : Challenges and Strategies. Pedagogy: Journal of English Language Teaching, 12(2), 158–177. https://doi.org/10.32332/joelt.v12i2.9542.Journal
Elabdali, R. (2021). Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing. Journal of Second Language Writing, 52(1), 100788. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100788
Flower, L., & Hayes, J. R. (1981). A Cognitive Process:Theory of Writing. College Composition and Communication, 32(4), 365–387.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Haidar, H., Suryoputro, G., & Syafi’i, I. (2025). Impact of the Integration of Metacognitive Prompts by Generative Artificial Intelligence ( GenAI ) in Collaborative and Individual Learning in Improving Writing Skills and Metacognitive Awareness. International Journal of Learning, Teaching and Educational Research, 24(6), 232–250. https://doi.org/https://doi.org/10.26803/ijlter.24.6.11
Harmon, D. A. (2012). Culturally responsive teaching through a historical lens: Will history repeat itself ? Interdisciplinary Journal of Teaching and Learning, 2(1), 12–22.
Helaluddin, Nurhayati, Nadya, N. L., Ismail, G., Guntur, M., & Fransori, A. (2023). The Use of Collaborative Strategies to Improve Students’ Writing Ability and Self-Efficacy: A Mixed Method Study. European Journal of Educational Research, 12(1), 265–280. https://doi.org/https://doi.org/10.12973/eu-jer.12.1.265
Herda, R. K., Robiasih, H., Kozuka, Y., & Margana. (2025). Educators ’ Voices Of Culturally Responsive Pedagogy In ELT Context : Revealing The Dominant Characteristics And Praxis. Jurnal Wahana Pendidikan, 12(1), 1–14.
Hossain, K. I. (2024). Reviewing the Role of Culture in English Language Learning: Challenges and Opportunities for Educators. Social Sciences and Humanities Open, 9(December 2023), 1–10. https://doi.org/10.1016/j.ssaho.2023.100781
Jabar, Z. S. (2025). Exploring Culturally Responsive Pedagogy in Teaching English. Internat Ional Journal of Humani t Ies and Educat Ion Research 2025, 7(1), 315–322. https://doi.org/https://www.doi.org/10.33545/26649799.2025.v7.i1d.161 Abstract
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL Composition: A Practical Approach. Newbury Publishers House.
Kafian, S., & Esfandiari, R. (2025). Computer-Mediated L2 Collaborative Writing: L1 vs. L2 Interaction Effect on Complexity, Accuracy, Fluency (CAF) and Overall Quality of EFL Learners’ Texts. Technology Assisted Language Education, 3(1), 133–155. https://doi.org/https://doi.org/10.22126/tale.2025.11457.1079
Küfi, E. Ö. (2023). Activation of Content ‑ Schemata for Scaffolding L2 Writing : Voices from a Turkish Context. Journal of Psycholinguistic Research, 52(6), 2405–2427. https://doi.org/10.1007/s10936-023-10002-3
Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354. https://doi.org/https://doi.org/10.1080/00131725.2021.1957632
Lantolf, J. P., & Poehner, M. E. (2023). Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue. Modern Language Journal, 107, 3–23. https://doi.org/https://doi.org/10.1111/modl.12816
Lantolf, J., Poehner, M., & Thorne, S. L. (2020). Sociocultural Theory and L2 Development. In In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (3rd ed., pp. 223–247). Routledge.
Lavrenteva, E., & Orland-Barak, L. (2023). Conceptual-Analytical Framework for Exploring Culture in EFL Coursebooks: Analysis of Teaching Materials from a Multimodal Perspective. Social Sciences and Humanities Open, 7(1), 1–20. https://doi.org/10.1016/j.ssaho.2023.100441
Leotta, P. C., & Ahmad, M. (2025). Improving Writing Skills in Academic English Through Explicit Instruction and Process Writing. International Journal of Linguistics, 17(2), 80–94. https://doi.org/10.5296/ijl.v17i2.22811
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance , writing motivation , and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14(1165221), 1–15. https://doi.org/10.3389/fpsyg.2023.1165221
Liao, H., & Li, L. (2023). Facilitating EFL learners’ intercultural competence through culturally responsive teaching in oral English classrooms. System, 115(July). https://doi.org/https://doi.org/10.1016/j.system.2023.103070
Masuara, F., & Ajam, M. R. (2024). Unveiling Student Perceptions Of Mixed-Proficiency Pairing Method In Asynchronous Writing Classroom Using Google Docs. INACELT Journal, 1(1), 1–9.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications, Inc.
Monyai, R. B. (2024). Culturally Responsive Pedagogy in EFL Classrooms: Navigating Diversity for Enhanced English Language Learning. In In: Tran, T., Duong, T. (Eds.). Addressing Issues of Learner Diversity in English Language Education (pp. 285–298). IGI Global Scientific Pub lishing. https://doi.org/https: //doi.org/10.4018/979-8-3693-2623-7.ch016
Moonma, J., & Kaweera, C. (2021). Collaborative Writing in EFL Classroom : Comparison on Group , Pair , and Individual Writing Activities in Argumentative Tasks. Asian Journal of Education and Training, 7(3), 179–188. https://doi.org/10.20448/journal.522.2021.73.179.188
Nguyen, T. T. T. (2017). Integrating Culture into Language Teaching and Learning : Learner Outcomes. The Reading Matrix: An International Online Journal, 17(1), 145–155.
Pardede, P. (2024). Collaborative Writing in EFL Setting : A Review. JET (Journal of English Teaching), 10(1), 92–109. https://doi.org/https://doi.org/10.33541/jet.v10i1.5631
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93–97. https://doi.org/https://doi.org/10.3102/0013189X12441244
Ratri, D. P., Rachmajanti, S., Anugerahwati, M., Laksmi, D., & Gozali, A. (2025). Fostering cultural competence : developing an English syllabus for young learners in the Indonesian EFL context with emphasis on local culture to maintain students ’ identity. Cogent Education, 12(1), 1–21. https://doi.org/10.1080/2331186X.2024.2440177
Sarkhosh, M., & Najafi, S. (2020). Collaborative and Individual Writing : Effects on Accuracy and Fluency Development. Porta Linguarum, 33, 27–42.
Shagufa, & Ali, M. W. (2025). Cultural Synergy in Learning English: Co-Cultural Communication’ s Role in Collaborative Learning at Northwest Institute of Health Sciences, Peshawar, Pakistan. Pakistan Languages and Humanities Review, 9(2), 141–155. https://doi.org/https://doi.org/10.47205/plhr.2025(9-II)13
Siahaan, S., Saputro, I. E., Arriyani, N., Lestari, S., & Hussain, T. (2025). Integrating Indonesian Local Wisdom into Tertiary EFL Writing Instruction: Practices , Challenges , and Opportunities. Jurnal Pemberdayaan Masyarakat, 4(1), 197–209. https://doi.org/10.46843/jpm.v4i1.391
Slavkov, N. (2015). Sociocultural Theory , the L2 Writing Process , and Google Drive : Strange Bedfellows ? TESL Canadsa Journal, 32(2), 80–94.
Su, I.-R., & Chou, Y.-C. (2016). L1-L2 Transfer in the Narrative Styles of Chinese EFL Learners’ Written Personal Narratives. Taiwan Journal of TESOL, 13, 1–34.
Suhandoko, Ningrum, D. R., & Mustofa, A. (2025). A Corpus-Based Study of Authorial Presence in the Academic Writing of Indonesian Higher Education EFL Learners. Studies in English Language and Education, 12(3), 1248–1265. https://doi.org/https://doi.org/10.24815/siele.v12i3.39813
Sundari, H., Febriyanti, R. H., & Saragih, G. (2018). Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia. International Journal of Applied Linguistics & English Literature, 7(3), 119–124. https://doi.org/http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.119
Tazhitova, G., Kurmanayeva, D., Kalkeeva, K., Sagimbayeva, J., & Kassymbekova, N. (2022). Local Materials as a Means of Improving Motivation to EFL Learning in Kazakhstan Universities. Education Sciences, 12(604), 1–11. https://doi.org/https:// doi.org/10.3390/educsci12090604
Thapa, B., & Basnet, S. K. (2025). Use of Ethnic Stories to Enhance Writing Skill of ESL Learners at the Secondary Level : An Action Research. Adv Educ Res Eval, 6(1), 332–344. https://doi.org/10.25082/AERE.2025.01.003
Thongchalerm, S., & Jarunthawatchai, W. (2020). The Impact of Genre Based Instruction on EFL Learners’ Writing Development. International Journal of Instruction, 13(1), 1–16. https://doi.org/10.29333/iji.2020.1311a
Trüb, R., M¨oller, J., Lohmann, J., Jansen, T., & Keller, S. D. (2025). Judgment Accuracy in Primary School EFL Writing Assessment: Do Text Characteristics Matter? Assessing Writing, 66(June), 100957. https://doi.org/10.1016/j.asw.2025.100957
Tu, X. (2021). The Role of Classroom Culture and Psychological Safety in EFL Students’ Engagement. Frontiers in Psychology, 12(September), 1–5. https://doi.org/10.3389/fpsyg.2021.760903
Valizadeh, M. (2022). Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(2), 277–287. https://doi.org/10.21093/ijeltal.v6i2.1053
Vavrus, M. (2008). Culturally Responsive Teaching. In In T. L. Good (Ed.), 21st century Education: A Reference Handbook (pp. 49–57). SAGE.
Veddayana, C., Suyitno, I., Widyartono, D., & Aldresti, F. (2025). Systematic Review : How Technology Supports Collaborative Writing Learning in Higher Education. Electronic Journal of E-Learning, 23(3), 64–78. https://doi.org/https://doi.org/10.34190/ejel.23.3.3974
Wang, K., Zhang, L. J., & Cooper, M. (2025). Taking stock of metacognitive strategies and collaborative writing for EFL learners ’ writing development. Journal of Second Language Writing, 68(April), 1–13.
Wang, Y. (2025). Identity Negotiation in Second Language Academic Writing: the Role of Citation Practices. Lecture Notes in Education Psychology and Public Media, 102, 11–16. https://doi.org/10.54254/2753-7048/2025.LD25581
Warman, L. A. D., Hadriana, & Rahman, E. (2025). Integrating Local Wisdom of Riau Malay Culture in English Learning in 4.0 Era. Journal of English Language Pedagogy, 10(2), 182–202.
Wenjuan, S., & Abdullah, R. (2024). English as a Foreign Language ( EFL ) Writing Instruction : A Review of Bibliometric Analysis. English Language Teaching, 17(10), 67–81. https://doi.org/10.5539/elt.v17n10p67
Winarti, & Cahyono, B. Y. (2020). Collaborative writing and process writing approach : the effect and students perception. Journal of English Education Society, 5(2), 163–169. https://doi.org/10.21070/jees.v5i2.773
Yuliantari, S., & Huda, T. (2023). Integration of Culturally-Responsive Teaching in English Learning. JPBI: Jurnal Pendidikan Bahasa Inggris, 1(1), 1–8. https://doi.org/https://doi.org/10.47134/jpbi.v1i1.17
Yusniawati, N. L. P. I., & Lestari, Y. B. (2021). The Potential of Local Culture in English Language Teaching (ELT): A Response Paper to Domination of English Material in ELT. Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020) The, 556(Access 2020), 318–320.
Zhang, L., & Zhang, L. J. (2023). Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry. Language Teaching Research, 0(0). https://doi.org/https://doi.org/10.1177/13621688231164758
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Dedi Aprianto, Sutarman Sutarman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
-
Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
